Instructional Approaches - Physical Education in Elementary Schools - Lecture Slides, Slides of Physical Education and Motor Learning

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Instructional Approaches

 Instruction Approaches - various ways teachers can

organize and deliver the content to children

 Six instructional approaches have been found useful in

teaching:

 Direct Instruction

 Task teaching

 Guided discovery

 Peer teaching

 Cooperative learning

 Child-designed instruction

Characteristics of Six Instructional Approaches

Instructional Approach Goal

Teacher Skills

Student Characteristics Content Context

Direct Instruction Efficient Skill Learning

Clarity Control-level learners New Students

Specific Skills Whole Class

Task Teaching Skill Learning + independence

Ability to monitor multifaceted environment

Independent working skills

Already learned skills; self assessment; product oriented tasks

Large Spaces

Characteristics of Six Instructional Approaches

Instructional Approach

Goal Teacher Skills

Student Characteristics

Content Context

Exploratory

Instruction

Skill learning + group interdependence; individual responsibility

Questioning Pre-control learners; all learners with new content

Exploration Concept Learning

Whole Class

Cooperative Learning

Skill learning + group interdependence; individual responsibility

Ability to design meaningful tasks

Independent working skills

Complex sequences; basic skills

Groups

1. Direct Instruction

 Most common approach

 Teacher directs response of students, telling them

what to do, showing them what to do and then

directing their practice

 Most effective approach when

 Goal is to have students learn and perform a

specific skill

 Teacher is looking for a specific response

 Teacher has limited experience working with a

group students

 There is limited time for organization

2. Task Teaching

 Structured approach allowing students to work alone

or in partners to practice different specified tasks

 Involves stations and task cards

 Works well when students need to practice skills they

have already been taught

 Is effective if students:

 Work well independently

 Are able to function without close supervision

3. Exploratory Instruction

• Entails teaching through questioning, encouraging

children to think and problem solve

• Allows children to „create‟ movement rather than

reproduce movement

• Two versions

i. Convergent Inquiry

Children discover the same answer to a series of

questions

ii. Divergent Inquiry

Children find multiple answers to a problem

3. Exploratory Instruction (cont)

• Advantages include, encouraging children to:

 Think independently to discover new and

different approaches to performing skill

 Solve questions related to teamwork and

strategy

 Explore a movement then they are not yet

ready to learn a mature version of the skill

5. Cooperative Learning

 Group work is carefully designed to promote:

 Group interdependence

 Problem solving

 Individual responsibility

 Provide for skill learning

 To be viable, should integrate psychomotor,

cognitive and personal-social responsibility goals

 Formats include “pairs-check”, “jigsaw” and “co-

op,co-op” (Kagan, 1990)

6. Child-designed Instruction

• An approach allowing the child to be at the center

of the learning activity, whilst teacher‟s role is that

of guide

• Two strategies used

 Child designed tasks

 Contracts

• To be successful, requires highly motivated and

self-directed children, who have skills to work

independently

• Works well in dynamic situations after basic skills

have been learned